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   <h1>Ingl&eacute;s - Nivel                 5</h1>
   <strong>BOOK USED:</strong> TOP NOTCH 3A
   <p><strong>UNIT 1: Make Small Talk</strong></p>
   <ul>
     <li>Communication Goals:	&bull;	Make Small Talk<br />
       &bull;	Describe a busy schendule<br />
       &bull;	Develop your cultural awareness<br />
       &bull;	Discuss how culture changes over time<br />
       Vocabulary:	&bull;	Ways to ask about proper address<br />
       &bull;	Intensifiers<br />
       &bull;	Manners and etiquette<br />
       Grammar:	&bull;	Tag questions: usage, form, and common errors<br />
       &bull;	The past perfect: meaning, form, and usage<br />
       GRAMMAR BOOSTER<br />
       &bull;	Tag questions: short answers<br />
       &bull;	Verb usage: present and past (review)<br />
       Conversation Strategies:	&bull;	Talk about the weather to begin a conversation with someone you don&rsquo;t know<br />
       &bull;	Use question tags to encourage someone to make small talk<br />
       &bull;	Ask about how someone wants to be addressed<br />
       &bull;	Answer a Do you mind question with Absolutely not to indicate agreement<br />
       &bull;	Say That was nothing to indicate that something even more surprising happened<br />
       &bull;	Use Wow! To indicate that you are impressed<br />
       Listening/<br />
       Pronunciation:	Listening Skills:<br />
       &bull;	Listen for main ideas<br />
       &bull;	Listen to summarize<br />
       &bull;	 Confirm the correct paraphrases<br />
       Pronunciation:<br />
       &bull;	Rising and falling intonation of tag questions<br />
       Reading:	Texts:<br />
       &bull;	A bussiness meeting memo and agenda<br />
       &bull;	A magazine article about formal dinner etiquette of the past<br />
       &bull;	A survey about culture change<br />
       &bull;	A photo story<br />
       Skills/strategies:<br />
       &bull;	Predict<br />
       &bull;	Confirm facts<br />
       &bull;	Summarize<br />
       Writing:	Task:<br />
       &bull;	Write a formal and an informal e-mail message<br />
       WRITING BOOSTER<br />
       &bull;	 Formal e-mail etiquette
       <br />
     </li>
   </ul>
   <p><strong>UNIT 2: Health matters </strong></p>
   <ul>
     <li>Communication Goals: <br />
       &bull;	Call in sick<br />
       &bull;	Make a medical or dental appointment<br />
       &bull;	Discuss types of treatments<br />
       &bull;	Talk about medications<br />
       Vocabulary:	&bull;	Dental emergencies<br />
       &bull;	Symptons<br />
       &bull;	Medical procedures<br />
       &bull;	Types of medical treatments<br />
       &bull;	Medications<br />
       Grammar:	&bull;	Modal must: drawing conclusions<br />
       &bull;	Will be able to<br />
       &bull;	Modals may and might<br />
       GRAMMAR BOOSTER<br />
       &bull;	Other ways to draw conclusions: probably; most likely; common errors<br />
       &bull;	Expressing possibility with maybe; common errors<br />
       Conversation Strategies:	&bull;	Introduce disappointing information with I&rsquo;m afraid...<br />
       &bull;	Express disappointment with I&rsquo;m sorry to hear that<br />
       &bull;	Show concern with Is something wrong? and That must be awful<br />
       &bull;	Begin a request for assistance with I wonder if...<br />
       &bull;	Use Let&rsquo;s see... to indicate you are checking for something<br />
       &bull;	Confirm an appointment with I&rsquo;ll / We&rsquo;ll see you then<br />
       &bull;	Express emphatic thanks with I really appreciate it<br />
       Listening/<br />
       Pronunciation:	Listening Skills:<br />
       &bull;	Auditory discrimination<br />
       &bull;	Listen for details<br />
       Pronunciation:<br />
       &bull;	Intonation of list<br />
       Reading:	Texts:<br />
       &bull;	A travel trips website about dental emergencies<br />
       &bull;	A brochure about choices in medical treatments<br />
       &bull;	A patient information form<br />
       &bull;	A medicine label<br />
       &bull;	A photo story<br />
       Skills/strategies:<br />
       &bull;	Understand from context<br />
       &bull;	Relate to personal experience<br />
       &bull;	Draw conclusions<br />
       Writing:	Task:<br />
       &bull;	Write an essay comparing two types of medical treatment<br />
       WRITING BOOSTER<br />
       &bull;	 Comparisons and contrasts
       <br />
     </li>
   </ul>
   <p><strong>UNIT 3: Getting things done</strong></p>
<ul>
  <li>Communication Goals:	&bull;	Get someone else to do something<br />
    &bull;	Request express service<br />
    &bull;	Evaluate the quality of service<br />
    &bull;	Plan a meeting or social event<br />
    Vocabulary:	&bull;	Ways to help out another person<br />
    &bull;	Ways to indicate acceptance<br />
    &bull;	Services<br />
    &bull;	Planning an event<br />
    Grammar:	&bull;	Causatives get, have, and make<br />
    &bull;	The passive causative<br />
    GRAMMAR BOOSTER<br />
    &bull;	Let to indicate permission<br />
    &bull;	Causative have: common errors<br />
    &bull;	The passive causative: the by phrase<br />
    Conversation Strategies:	&bull;	Use I would, but... and an excuse to politely turn down a request<br />
    &bull;	Indicate acceptance of someone&rsquo;s excuse with Thank&rsquo;s OK. I understand <br />
    &bull;	Suggest an alternative with Maybe you could...<br />
    &bull;	Soften a request by beginning it with Do you think you could...<br />
    &bull;	Soften an almost certain no with That might be difficult<br />
    &bull;	Use Well,... to indicate willingness to reconsider<br />
    Listening/<br />
    Pronunciation:	Listening Skills:<br />
    &bull;	Listen for specific information<br />
    &bull;	Listen for main ideas<br />
    &bull;	Listen for order of details<br />
    &bull;	Listen to summarize<br />
    Pronunciation:<br />
    &bull;	Emphatic stress to express enthusiasm<br />
    Reading:	Texts:<br />
    &bull;	A survey about procrastination<br />
    &bull;	A travel article about tailoring services<br />
    &bull;	A photo story<br />
    Skills/strategies:<br />
    &bull;	Identify supporting details<br />
    &bull;	Active language from a text<br />
    Writing:	Task:<br />
    &bull;	Write an essay expressing a point of view about procrastination<br />
    WRITING BOOSTER<br />
    &bull;	 Supporting an opinion with personal examples
    <br />
     </li>
   </ul>
   <p><strong>UNIT 4: Reading for Pleasure</strong></p>
   <ul>
     <li>Communication Goals:	&bull;	Recommend a book<br />
       &bull;	Offer to lend something<br />
       &bull;	Describe your reading habits<br />
       &bull;	Discuss the quality of reading materials<br />
       Vocabulary:	&bull;	Types of books<br />
       &bull;	Ways to describe a book<br />
       &bull;	Ways to enjoy reading<br />
       Grammar:	&bull;	Noun clauses: usage, form, and common errors<br />
       &bull;	Noun clauses: embedded questions<br />
       &#61607;	Form and common errors<br />
       GRAMMAR BOOSTER<br />
       &bull;	Verbs and adjectives that can be followed by clauses with that<br />
       &bull;	Embedded questions: usage and common errors, punctuation, with infinitives<br />
       &bull;	Noun clauses as subjects and objects<br />
       Conversation Strategies:	&bull;	Use Actually to show appreciation for someone&rsquo;s interest in a topic<br />
       &bull;	Soften a question with Could you tell me...?<br />
       &bull;	Indicate disappointment with Too bad<br />
       &bull;	Use I&rsquo;m dying to... to indicate extreme interest<br />
       &bull;	Say That would be great to express gratitude for someone&rsquo;s willingness to do something<br />
       Listening/<br />
       Pronunciation:	Listening Skills:<br />
       &bull;	Listen to take notes<br />
       &bull;	Listen to infer a speaker&rsquo;s point of view and support your opinion<br />
       Pronunciation:<br />
       &bull;	Sentence stress in short answers with so<br />
       Reading:	Texts:<br />
       &bull;	An online bookstore website<br />
       &bull;	Capsule descriptions of four best-sellers<br />
       &bull;	A magazine article about comics<br />
       &bull;	A photo story<br />
       Skills/strategies:<br />
       &bull;	Recognize points of view<br />
       &bull;	Critical thinking<br />
       Writing:	Task:<br />
       &bull;	Write a summary and review of something you&rsquo;ve read <br />
       WRITING BOOSTER<br />
       &bull;	 Summarizing
       <br />
     </li>
   </ul>
   <p><strong>UNIT 5: Natural Disasters</strong></p>
   <ul>
     <li>Communication Goals:	&bull;	Convey a message<br />
       &bull;	Report news<br />
       &bull;	Describe natural disasters<br />
       &bull;	Prepare for an emergency<br />
       Vocabulary:	&bull;	Severe weather and other natural disasters<br />
       &bull;	Adjectives of severity<br />
       &bull;	Emergency preparitions and supplies<br />
       Grammar:	&bull;	Indirect speech:<br />
       &bull;	Imperatives<br />
       &#61607;	Say and tell<br />
       &#61607;	Tense changes<br />
       GRAMMAR BOOSTER<br />
       &bull;	Direct speech: punctuation rules<br />
       &bull;	Indirect speech: optional tense changes<br />
       &#61607;	Form and common errors<br />
       Conversation Strategies:	&bull;	Use I would, but... to politely turn down an offer<br />
       &bull;	Say Will do to agree to a request for action<br />
       &bull;	Use Well to begin providing requested information<br />
       &bull;	Say What a shame to show empathy for a misfortune<br />
       &bull;	Introduce reassuring contrasting information with But...<br />
       &bull;	Say Thank goodness for that to indicate relief<br />
       Listening/<br />
       Pronunciation:	Listening Skills:<br />
       &bull;	Listen for main ideas<br />
       &bull;	Listen for details<br />
       &bull;	Listen to paraphrase<br />
       &bull;	Listen to infer meaning<br />
       Pronunciation:<br />
       &bull;	Direct and indirect speech: rhythm<br />
       Reading:	Texts:<br />
       &bull;	News headlines<br />
       &bull;	A textbook article about earthquakes<br />
       &bull;	Statistical charts<br />
       &bull;	A photo story<br />
       Skills/strategies:<br />
       &bull;	Paraphrase<br />
       &bull;	Confirm facts<br />
       &bull;	Identify cause and effect<br />
       &bull;	Interpret data from a chart<br />
       Writing:	Task:<br />
       &bull;	Write a procedure for how to prepare for an emergency<br />
       WRITING BOOSTER<br />
       &bull;	 Organizing detail statements by order of importance
       <br />
     </li>
   </ul>
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